Gymnastik- och idrottshögskolan, GIH

This article explores the different ways in which a dance exergame can be used to teach dance in upper secondary school physical education. Particular attention is paid to the learning processes that students are involved in when the dance game is used as a teaching resource. A socio-cultural perspective on learning constitutes the analytical framework. The study demonstrates three different uses: instructor, facilitator and inspirer. In relation to these uses the students are involved in the following learning processes: learning by imitating, repeating, communicating, negotiating, instructing, modelling and using metaphors. It is argued that dance exergames can be used pedagogically to teach dance because they focus on the moves and steps and allow the teacher to focus on observing, supporting, assigning tasks and providing feedback.

Introduction

Exergames inspire participants to be physically active in order to play. Several scholars pay attention to that the games have become popular among young people and may lead to an attractive alternative for promoting a healthy, active lifestyles, not at least in school (Gao et al 2013;Ennis 2013). In Sweden, PE should offer a variety of movement activities and movement qualities. Interesting to explore is then if exergames can be seen as a teaching resource to learn different movement’s qualities.

Research question

With a new artefact that has been introduced in PE and new policy documents emphasising development of different movement qualities, this paper aims to explore students’ movement qualities when they use exergames in PE with support of Laban´s movement analysis (LMA) and socio-cultural learning theory.

Method

The empirical datain this study mainly includevideo-recordings from three PElessons.The gamesoffered were ofthree differentcharacters, and the recorded material for this studyincludes a total of 24 events ofsports games,fitness games and dancegames. In the study, we are inspired bythe LMA frameworkand explorestudents' movement qualitieson the basis offouraspects; body, -effort-space andrelations. Further, with socio-cultural learning theory,recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. The learning explored isthereforeaboutaspectswhere the game, the player andthe social environmentinteractin learning of different movement qualities.

Results and discussion

Our findings show that exergamesare creating opportunitiesfor PEteachers and studentsto pay attentionto differentmovementqualities.When comparingthe three games both similarities and differencesinmovementqualities emerge in relation to thelearningofmovementqualities thatoccursin the interactionbetweenthe game,the learnerandthe learning environment. In PE the player is accordingly involved in a complexcontext of movement qualities, interactingwith the game andwithother student.

References

Ennis, C. D. (2013). Implications of exergaming for the physical education curriculum in the 21 st century. Journal of Sport and Health Science, 2, 152–157

Gao, Z., Hannan P., Xiang, P., Stodden, D. F., Valdez, V. E. (2013). Urban Latino children´s physical health and academic performance: effect of active video game based exercise. American Journal of Preventive Medicine, 44, 240–246.

In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity and increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence provides pronounced advantages in society. Now a new type of video games, exergames, has entered the market. In recent years, exergames are increasingly emphasized in several countries as a possible activity for use in school PE (Quennerstedt et al). Papastergiou (2009) argues that videogames can offer benefits for Health Education and PE, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise.

The purpose of the present study was to explore Swedish PE teachers’ perceptions and use of exergames in PE and also the barriers and motives for using exergames based on a survey of fixed and open questions. A total of 493 teachers (10% of all Swedish PE teachers) answered the questionnaire. Responses were coded and entered into SPSS, allowing for both descriptive data and cross-table analyses.

The results show that 80 percent are familiar with exergames, 17 percent play in their spare time and a few (3%) have tried using exergames in PE. Motives for introducing exergames are generally: encouraging physical activity, offering different types of movement and to have fun. Barriers for introducing exergames are mostly: economic, prioritizing other activities and teachers’ own knowledge. The majority of the PE teachers have in general positive attitudes towards introducing exergames as a teaching aid in PE. However, this requires developing teachers’ own knowledge of exergames. Choices of teaching content and the introduction of new activities and teaching aids also involve critically examining the games, and this involves didactic reflection.

Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education. Computer & Education, 53: 603-622.

Quennerstedt, M. et.al.  (in review). Why do Wii teach physical education in school?

Laban movement analysis and exergames

Background to the topic

Exergames are video-games that inspire participants to be physically active in order to play. Several scholars pay attention to that the games have become popular among young people and may lead to an attractive alternative for promoting a healthy, active lifestyles, not at least in school (Graf et al 2009; Gao et al 2013, Papastergiou 2009; Ennis 2013).

In Sweden, the PE curriculum states that students are expected to develop a number of abilities, and PE should then offer a variety of movement activities and movement qualities. Interesting to explore is then if exergames can be seen as a teaching resource to learn different movement’s qualities, or if the exergames actually restrict students’ use of movement qualities?

Research question

With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, this paper aims to explore students’ movement qualities when they use exergames in PE with support of Rudolph Laban´s movement analysis (LMA) and socio-cultural learning theory.

Research methods

The empirical data in this study mainly include video-recordings from three PE lessons where two video-game stations were included during the regular lesson. The games offered were of three different characters, and the recorded material for this study includes a total of eight events of sports games (65 minutes), eight events of fitness games (49 minutes) and eight events of dance games (132 minutes).

Analytical and theoretical framework

In the study, we are inspired by the LMA framework and explore students' movement qualities on the basis of four aspects; body, - effort - space and relations. Further, with socio-cultural learning theory, recognition of artifacts, other people and the offered content of the exergames are also involved in the analysis. The learning explored is therefore about aspects where the game, the player and the social environment interact in learning of different movement qualities.

Research findings

Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. When comparing the three games both similarities and differences in movement qualities emerge in relation to the learning of movement qualities that occurs in the interaction between the game, the learner and the learning environment. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.

Video- and computer games are an important part of youth culture, criticised in terms of sedentary lifestyles as well as held forth as an important competence for the future in terms of IT-competence. A certain type of videogames, so called exergames, is now put forward as interesting tools in schools since they combine IT-technology and physical activity.

In this symposium we will present results from a four-year study with the aim to investigate the learning regarding the body, physical activity and health that take place in young peoples playing of exergames.

The project has first investigated if teachers use videogames in health- and physical education as well as explored the arguments for doing that. Secondly, the content offered in the games regarding the body, physical activity and health has been explored in game manuals and in the game-play content. Thirdly, and in focus for this symposium, the project has explored what young people learn playing videogames and how this learning occurs. The study has been carried out through video- and audio recordings of on-going video gaming both during physical education lessons in Sweden, and when small groups of youth have played the games once a week during ten weeks.

The analysis have focused on spoken as well as embodied actions appearing in young peoples playing of different exergames. In the symposium results will be presented and discussed in relation to (i) How images of health and the human body is taught by using exergames in school, (ii) Young people’s aesthetic experiences of playing exergames, (iii) How exergames are used to teach dance in PE, and (iv) How Laban Movement Analysis can be used to understand the learning of movement qualities in game-play.

Few studies have focused on how learning takes place in physical education and health (PEH) practices, and even more so in relation to artifact use. Dance is a core content in the Swedish curriculum, but according to previous research it nevertheless rarely occurs in practice due to many teachers’ lack of knowledge. Movement qualities are something that students are supposed to develop in the subject, where dance can be used as a form of activity.

The aim of the licentiate thesis is to examine students’ use and development of different movement qualities in a learning process where dance exergames are used as teaching aids in the PEH practice in upper secondary school. The research questions in the study are: (1) what kind of movement qualities do students use when they interact with each other and with dance exergames, and (2) how does the learning of movement qualities occur when dance exergames are used as teaching aids?

A series of seven PEH-lessons were designed. Four of the lesson had a spe-cific purpose, such as working with rhythm and coordination where the exergames Nintendo Wii Just Dance 3 and 4 were used as teaching aids. In two other lessons the students worked in groups to create their own dances, and as a final goal, at lesson seven, the groups presented their dances. All the lessons were video recorded. A framework inspired by Laban’s movement analysis was used to analyze the students’ movement qualities, based on four aspects: body, space, effort and relationship. To be able to analyze the students, the dance exergames and the context as a whole, the study involved a socio-cultural ap-proach to learning. Learning situations in the ongoing practice were also ana-lyzed, where learning was investigated as something that occurs through inter-actions between students and between students and artifacts.

The results show a way to describe students’ movement qualities, which con-tribute to PEH-teachers language of knowledge in movement. The results also demonstrate that learning occurred through imitation, repetition, communica-tion, negotiation, practice, modeling, instruction and using metaphors. A con-clusion is that students’ use and development of movement qualities do not depend on the use of the dance exergames per se, instead it depends on how the dance exergames are used in PEH practice.

In Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities.  With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students' movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.

Video games are often highlighted as risk factors in relation to physical inactivity and increasing levels of obesity. Now a new type of video game, the exergame, has entered the market. In recent years, several countries have increasingly foregrounded exergames as a possible activity for use in school PE and as perhaps improving young people’s knowledge, skills, attitudes, and behaviors in relation to health and physical exercise. The purpose of this study is to explore Swedish PE teachers’ perceptions and use of exergames and also the barriers to and reasons for using exergames based on a survey containing closed- and open-ended questions. A total of 493 teachers (10% of all Swedish PE teachers) answered the questionnaire. The responses were coded and entered into SPSS, allowing for both descriptive data and cross-table analyses. The results show that 80 percent are familiar with exergames, 17 percent are recreational exergamers, and a few (3%) have tried using exergames in physical education and health. The reasons for introducing exergames are generally as follows: encouraging physical activity, offering different types of movement, and having fun. The barriers to introducing exergames are mainly: financial, prioritizing other activities, and the teachers’ own knowledge. The majority of the PE teachers are generally positive to introducing exergames as a teaching aid into their subject. However, this requires developing the teachers’ own knowledge of exergames. The choice of teaching content and the introduction of new activities and teaching tools also involve critically examining the games, and this, in turn, entails didactic reflection.

TV-spel, så kallade exergames, där kroppsrörelse är i fokus har under senare år ökat i popularitet. Kan detta spel användas i undervisningen i idrott och hälsa? I denna artikel presenteras lärares uppfattning om och inställning till exergames. Bakgrunden till denna studie är att en ny typ av TV-spel (exergames) har trätt in på marknaden, t. ex. Wii sports, Dance Dance Revolution, Your Shape.  I dessa spel utgör fysiska aktiviteter och kroppsrörelser det centrala inslaget och utförs genom användandet av balansplattor, step-up brädor, motionscyklar, dansmattor eller genom att en handkontroll används som racket vid exempelvis tennisspelande. Under de senaste åren har spelen i allt större utsträckning lyfts fram i flera länder, t. ex. England, Kanada, Australien och USA, som en möjlig aktivitet att använda i skolans undervisning i idrott och hälsa.

Avsikten med forskningsprojektet TV-spel som hälsofostran är att studera spelen i termer av dess utbildningsvärde. I denna studie är syftet att beskriva svenska lärares uppfattning om och användning av exergames i idrott och hälsa samt de hinder och motiv som finns med att använda spelen i undervisningen utifrån en enkätstudie. Ett första led i detta projekt var att presentera projektet i tidskriften Idrott & Hälsa under hösten 2011. Till detta nummer av tidskriften bifogades även en enkät, som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen och de som tar del av tidningen i landets samtliga skolor. Enkätsvaren har kodats och förts in i statistikprogrammet SPSS och därefter har den statistiska bearbetningen, tabeller och analyser genomförts i nämnda program. I huvudsak använder vi oss av deskriptiv data och korstabellsanalyser i resultaten.

Totalt har enkäten besvarats av 493 lärare (40% män 60% kvinnor), vilket motsvarar 10 procent av samtliga lärare i idrott och hälsa. Nästan 80% av lärarna var bekanta med spelen Nintendo Wii, Kinect eller Move. Var sjätte lärare spelade själva på fritiden och 17 lärare (3%) hade provat på att använda exergames i sin undervisning; som en valbar aktivitet, stationsträning, ett moment där hela klassen deltog framför en skärm, en möjlighet för elever som ej vill delta i storklass eller för elever med funktionsnedsättning. Hinder för att använda spelen är:att spelen kostar för mycket men också att lärarna själva har för dåliga kunskaper om spelen samt att de prioriterar andra aktiviteter. Det främsta motivet till att använda spelen i undervisningen är att spelen har ganska eller stora möjligheter att stimulerar eleverna till fysisk aktivitet.

Vid analysen av resultaten framkommer att majoriteten har en positiv inställning till spelen, dock behöver troligtvis lärarnas egna kunskaper om spelen öka för att möjliggöra en implementering av ett nytt läromedel inom ämnet idrott och hälsa. För lärare handlar undervisningssituationer om att planera, genomföra och följa upp undervisningen. Det handlar således om att göra urval av olika lärsituationer med stöd av olika läromedel och till detta krävs en didaktisk reflektion. Forskning kan här bidra med att problematisera användandet av exergames som läromedel för att visa på om och i så fall hur spelen kan användas i en lärsituation. Det centrala vid införandet av alla läromedel i skolan är således dess utbildningsvärde, och inte som en del forskning framhåller dess värde för individers energiförbrukning.

Quennerstedt, M. et.al.  (in review). Why do Wii teach physical education in school?Meckbach, J. et al. (in review). Exergames as a teaching tool in physical education?